What is the difference of Girl-to-girl bullying, or relational aggression from the typical masculine stereotype of physical bullying?
What are the factors that contribute to the problem of relational aggression?
What are the consequences to victims of female bullying in academic development and success?
What are the phases to implement the Wheel of Wellness model which can be individualized to students' unique value orientations, cognitive styles, ways of interpreting concepts, and making meaning of events and processes?
What are the various aspects of adolescent wellness that benefits the personal and social development of girls?
What needs to be considered when using the Wheel of Wellness, wellness-based interventions for either perpetrators or victims are created?
A. It involves cunning forms of bullying such as sending threatening instant messages or emails over the internet, making cruel verbal comments to others, gossiping, or excluding others from specific groups.
B. The typical feminine socialization process perpetuated by families, schools, and communities; and Interpersonal relationship expectations involves girls' tendencies to be attuned to others' needs and desires and maintaining relationships with high levels of interpersonal sensitivity, intimacy, and intensity.
C. A very painful experience; Negative feelings toward the school environment; Suffer from lower self-esteem and higher rates of school absenteeism; Lower grades; and A lack connection to their schools and decreased selfefficacy in relation to academic performance and planning for the future.
D. The developmental and gender-specific elements of the problem and existing strengths that can be utilized in forming a unique, personalized goals for the student.
E. Identified as moderators of stress, achievement, and health among girls, including components of Wheel of Wellness such as spirituality, friendship, and love.
F. (1) introducing the wellness model and creating a definition of wellness that reflects the individual student; (2) formally and informally assessing the student’s wellness in the five major life tasks; (3) identifying domains of wellness to be enhanced and/or targeted and consequently, implementing a relevant intervention; and (4) evaluating short- and long-term progress toward goals.